Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Comparing the Teaching Assessment Modes of China and Britain

On the basis of the research work dealing with the current scenario of the teaching evaluation at home and abroad, the current paper carries out the comparison of the summative classroom assessment with the formative classroom assessment in China and Britain, together with pointing out flaws in the summative classroom assessment as a teaching test and incentive mechanism, and introducing the popularization significance of the formative classroom assessment, which aim at throwing discussion on the significance of developing the formative classroom assessment in a Chinese teaching classroom.

Full Text: PDF